Research around mathematics teachers’ professional noticing has been largely contextualised by the formal setting of the classroom. In addressing the lack of relevant studies in non-formal learning environments, this paper draws on student teachers’ observations within a Mathematics Fair, which was part of a mathematics methods module of a primary education undergraduate programme. Working in pairs, 64 student teachers designed interactive mathematical games which upper primary school pupils had the opportunity to play in an event having taken place at our university. In this study, we analyse student teachers’ individual reflective essays written after the Fair, where they discussed important, in their view, incidents and observations. Employing a thematic analysis approach, we identified four themes discussed by students: the task; learning; teaching; non-formal environment. We conclude with the implications for teacher education and suggestions for future research.

/pdf/prospective-primary-teachers-professional-noticing-in-non-1ihe3ow5.pdf

Prospective Primary Teachers’ Professional Noticing in Non-formal Learning Environments: The Case of a Mathematics Fair

Professional teacher noticing is a key skill in preparing future elementary mathematics teachers, with the goal of increasing the specificity and sophistication of noticing children’s mathematical reasoning. One common effort scholars have engaged to improve teachers’ professional noticing is to improve the quality of representation. Recently, various scholars have found that extended reality based representations, such as 360 video and virtual reality, positively affect teachers’ noticing by increasing the realism (via perceptual capacity). The present study explored the use of holographic representations to determine whether the increased perceptual capacity afforded by an ability to “lean in” and observe children’s mathematics affected professional noticing. Findings and results provide preliminary support for this medium. 

Pre-service teachers’ professional noticing when viewing standard and holographic recordings of children’s mathematics

Purpose The maritime industry, a linchpin of global trade, has embarked on a transformative journey catalysed by the relentless advance of digitalisation. There is a discernible gap in the literature concerning the specific consequences of digitalisation within the maritime sector. This research aims to examine the current body of literature on the influence of digitalisation in human resource development (HRD) on the competitive advantage of organisations and its potential within the maritime industry. Design/methodology/approach This research paper conducts a comprehensive bibliometric analysis. Findings The findings of this research explore the literature landscape encompassing digitalisation in HRD, its influence on HR operations, learning and development, performance management, employee experience, and strategic alignment within maritime organisations. Originality/value This research provides valuable recommendations for maritime organisations and HRD practitioners seeking to leverage digitalisation to gain a competitive edge. Thus, the maritime industry can adopt digital HRD practices to streamline operations, improve performance, and align HR strategies with broader organisational goals. 

pdf/digital-wind-of-changes-navigating-competitiveness-in-the-3y8bgi5axz.pdf

Digital wind of changes: navigating competitiveness in the maritime sector through the transformation in human resource development

Este estudio bibliométrico examina la producción científica en educación matemática de 23.110 artículos, de 37 revistas especializadas en Educación Matemáticas, indexadas en Scopus y Web of Science, tomando en cuenta todos los registros hasta el año 2022. Se analizó a nivel global y regional, incluyendo América Latina, África, Europa, Estados Unidos y Canadá. Los artículos se analizaron a partir de los Espacios Rizomáticos Conceptuales que permiten representar mediante grafos las relaciones entre las palabras presentes en los títulos y palabras clave de los artículos, lo que permitió identificar nodos temáticos y conexiones, elementos periféricos visibles e invisibles. Los resultados muestran la diversidad de términos utilizados en el campo y las dificultades para capturar un campo disciplinar a partir de las búsquedas con algunas palabras clave. Se observaron nodos temáticos comunes, como enseñanza, aprendizaje, conocimiento, resolución de problemas, currículum, evaluación y tecnología, así como diferencias regionales en las áreas de enfoque y corrientes teóricas. También se señalan áreas poco exploradas y se proponen posibles caminos de investigación futura, incluyendo la ampliación de las búsquedas en fuentes especializadas, análisis bibliométricos de temas específicos y la comparación temporal de las tendencias en el campo. 

Análisis bibliométrico temático de 37 revistas especializadas en investigación en educación matemática indexadas en Scopus y Web of Science

The low ability to analyze learning models will be an obstacle for PGSD (Primary School Teacher Education) students in choosing and implementing learning models that match the learning materials and student characteristics. To improve the analytical skills of PGSD students, the SeDiCreSig method was applied. This study aims to analyze the analytical skills of PGSD students regarding innovative learning models in mathematics in elementary schools (SD) using the SeDiCreSig method. The research method used was quasi-experimental with a pretest-posttest control group design. The population in this study are all 5th-semester PGSD students. The sample used in this study was 70 PGSD students divided into two classes taking the Mathematics Internship course. The data collection techniques used in this study were observation, pretest, and posttest. The data were analyzed by the SPSS 23-assisted t-test. The results of this study indicated an increase in the ability of PGSD students to analyze innovative mathematical learning models after learning using the SeDiCreSig method. The use of the SeDiCreSig method makes it easier for lecturers to direct students in practicing analytical skills and implementing innovative learning models, especially in learning mathematics. The success of learning the SeDiCreSig method must be supported by actual activities that students directly carry out. 

SeDiCreSig Method (See, Discuss, Create, Simulate, Generalize) to Improve Analysis Ability of Elementary School Teacher Students

Mapping and performance evaluation of mathematics education research in Turkey: A bibliometric analysis from 2005 to 2021

Professional noticing of children’s mathematical thinking (Jacobs et al. in J Res Math Educ 41(2):169–202, 2010) is a construct that is used frequently to understand the ways in which teachers attend to, interpret, and respond to children’s mathematical thinking. In this paper, we present our analysis of prospective elementary mathematics teachers’ (PTs’) responses to a pedagogical activity designed to engage them in an approximation (Grossman et al. in Teach Coll Rec 111(9): 2055–2100, 2009) of professional noticing of children’s mathematical thinking in the moment of teaching, with a focus on developing responses which extend the student’s thinking. PTs were provided two different examples of student work and a series of questions designed to elicit information about their ability to professionally notice student work. We present data and analysis of 73 PTs’ abilities to engage in the individual skills associated with noticing as well as their abilities to use the skills cohesively in concert. Our results demonstrate the type of representation used determined PTs’ success in all three facets of noticing, with a particular effect on interpreting. Further, our focus on a specific type of response move, along with the introduction of a scaffold for that response move, made a difference in PTs’ ability to successfully respond to student work when compared to a prior study with the same PTs (Tyminski et al. 2014). We unpack these results along with suggestions for pedagogical practice as well as directions for future research.

Prospective elementary mathematics teachers’ noticing of childrens’ mathematics: a focus on extending moves

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Mapping and performance evaluation of mathematics education research in Turkey: A bibliometric analysis from 2005 to 2021

Prospective elementary mathematics teachers’ noticing of childrens’ mathematics: a focus on extending moves